EDU690 Action Research Project-Bennett, J
Transcript of EDU690 Action Research Project-Bennett, J
-
8/12/2019 EDU690 Action Research Project-Bennett, J
1/42
-
8/12/2019 EDU690 Action Research Project-Bennett, J
2/42
-
8/12/2019 EDU690 Action Research Project-Bennett, J
3/42
HOW TEACHERS CAN IMPROVE BAND RETENTION AT THE SECONDARY LEVEL 3
Table of Contents
Abstract...........................................................................................................................................2
Table of Contents............................................................................................................................3
Introduction.....................................................................................................................................6
Statement of Problem..........................................................................................................6
Rationale for the Study........................................................................................................6
Research Participants..........................................................................................................7
Primary Research Questions...............................................................................................7
Hypotheses..........................................................................................................................7
Review of the Literature.................................................................................................................9
Introduction.........................................................................................................................9
Music Education.....................................................................................................9
Research in Music Education.................................................................................9
Scheduling Problems at the Secondary Level...................................................................10
Lack of Private and Group Instrumental Instruction........................................................11
Insufficient Music Program Advocacy.............................................................................12
Conclusion........................................................................................................................15
Methodology.................................................................................................................................16
Introduction.......................................................................................................................16
Statement of Problem........................................................................................................16
Primary Research Questions.............................................................................................17
Hypotheses........................................................................................................................17
-
8/12/2019 EDU690 Action Research Project-Bennett, J
4/42
HOW TEACHERS CAN IMPROVE BAND RETENTION AT THE SECONDARY LEVEL 4
Sample Selection...............................................................................................................18
Research Design................................................................................................................18
Data Collection Plan.........................................................................................................19
Interventions.....................................................................................................................19
Intervention Instrument 1......................................................................................19
Intervention Instrument 2......................................................................................20
Intervention Instrument 3......................................................................................20
Intervention Instrument 4......................................................................................20
Intervention Instrument 5......................................................................................20
Intervention Instrument 6......................................................................................20
Intervention Instrument 7......................................................................................21
Intervention Instrument 8......................................................................................21
Data Validity.....................................................................................................................22
Transferability.......................................................................................................22
Dependability........................................................................................................22
Confirmability.......................................................................................................23
Reliability..............................................................................................................23
Generalizability....................................................................................................23
Triangulation Matrix.............................................................................................24
Data Analysis....................................................................................................................24
Sample Population............................................................................................................25
Ethical Considerations......................................................................................................25
-
8/12/2019 EDU690 Action Research Project-Bennett, J
5/42
HOW TEACHERS CAN IMPROVE BAND RETENTION AT THE SECONDARY LEVEL 5
Action Plan.......................................................................................................................26
Research Timeline................................................................................................27
Projected Timeline................................................................................................27
Limitations........................................................................................................................27
References....................................................................................................................................29
Appendices
Appendix A: Student survey.........................................................................................................31
Appendix B: Current band member student survey......................................................................33
Appendix C: Non-band member student survey...........................................................................34
Appendix D: Field notes...............................................................................................................35
Appendix E: Student survey.........................................................................................................36
Appendix F: Student attitude scale...............................................................................................37
Appendix G: Student journal notes...............................................................................................38
Appendix H: Structured formal student interviews......................................................................39
Appendix I: Student attitude scale................................................................................................40
List of Tables
Table 1: Triangulation matrix.......................................................................................................41
Table 2: Projected Timeline for Action Research Project............................................................42
-
8/12/2019 EDU690 Action Research Project-Bennett, J
6/42
HOW TEACHERS CAN IMPROVE BAND RETENTION AT THE SECONDARY LEVEL 6
Introduction
Statement of Problem
Playing an instrument is an art and a discipline that provides positive, life-changing
experiences. According to a study published in the journal Psychology of Music, Children
exposed to a multi-year program of instrumental training displayed superior cognitive
performance in reading skills compared with their non-musically trained peers (Music
education can help children improve reading skills, 2009, p.1). This discipline of making music
is transferable to most every learning situation in and outside the academic community, yet every
year students at the secondary level struggle to continue their music education. Retention in the
high school band (keeping instrumentalist in the band program throughout their high school
career) is an issue that many music teachers deal with nationwide.
Rationale for the Study
In a study of instrumental programs Hamann and Gillespie (2004) reported a national
average retention rate (students staying in an instrumental program) of 53% of students from
their beginner program through high school. That is a total attrition rate (loss of instrumental
students in band) equaling 47% of students (Hamann & Gillespie, 2004). This is an alarming
amount of attrition for music educators because many administrators, parents, and other teachers
scrutinize ensemble enrollment numbers to assess a music programs justification and the music
teacher's competence.
-
8/12/2019 EDU690 Action Research Project-Bennett, J
7/42
HOW TEACHERS CAN IMPROVE BAND RETENTION AT THE SECONDARY LEVEL 7
Research Participants
The sample population for this study is 127 students grades 9-12. This includes 37 students
currently enrolled in band and another 90 students who have left the band program at one point
in their education. Out of the 37 students currently enrolled only 15% of them have been able to
continue throughout their high school career without conflict or interruption.
Primary Research Questions
If allotted the time (without scheduling conflicts or interruptions) would instrumental
students be more likely to continue with the band program throughout their high school
career therefore increasing band retention?
If students were offered small group or individual lessons during their band program
experience, which would extend their instrumental understanding, procedural knowledge,
and application, would they be more likely to stay with the band program throughout their
high school career decreasing instrumental program attrition?
What actions can teachers take to positively advocate for retention in a band program?
Hypotheses
Survey and interview data will show that students given a schedule without conflicts or
interruptions would have continued with a band program throughout their high school
career increasing band retention.
-
8/12/2019 EDU690 Action Research Project-Bennett, J
8/42
HOW TEACHERS CAN IMPROVE BAND RETENTION AT THE SECONDARY LEVEL 8
Interview and research data will show that students who are offered small group or
individual lessons are more likely to continue with the band program decreasing
instrumental program attrition.
Research data will show that teachers are able to positively influence student retention in
the band program through developing a multi-faceted advocacy plan that is: ongoing
throughout the year, campaigns holistically for the individual musician, and lobbies for the
band program as a whole.
-
8/12/2019 EDU690 Action Research Project-Bennett, J
9/42
-
8/12/2019 EDU690 Action Research Project-Bennett, J
10/42
HOW TEACHERS CAN IMPROVE BAND RETENTION AT THE SECONDARY LEVEL 10
This study demonstrates the importance of the instrumental music educators goal of developing
competent and confident lifelong musicians through a substantial multi-year instrumental
education within a performing group. Retention barriers factor down to 3 areas:
! Scheduling problems at the secondary level
! Lack of private & group instrumental instruction
! Insufficient music program advocacy
Scheduling Problems at the Secondary Level
The best music teacher in the world can fall victim to a poor schedule, which can
decimate a band program. The literature regarding scheduling points to one solution:
communication. Whether a high school has a block schedule or a seven-period class day there
are going to be scheduling conflicts.
The most common barrier to music performing groups is a class that is offered in only
one block or period (e.g., if Chemistry is offered to Juniors and it is offered at the same time as
band, you will lose those Juniors who need Chemistry for their career goals). When band is
scheduled against singleton AP courses, great instrumental students are forced to drop out
(Sussman, 2012). These scheduling barriers make it crucial for instrumental teachers to
understand and communicate any and all scheduling concerns with class schedulers and
administrators so that the conflicts can be avoided (Kearns, 2011). By being a proactive teacher
and polling students one can determine before hand the number of students who may face
scheduling problems. This data can help those in charge of scheduling understand the
considerations needed for the students instrumental education to continue without interruptions.
A certain amount of attrition is unavoidable, but large numbers can be kept to a minimum when
-
8/12/2019 EDU690 Action Research Project-Bennett, J
11/42
-
8/12/2019 EDU690 Action Research Project-Bennett, J
12/42
-
8/12/2019 EDU690 Action Research Project-Bennett, J
13/42
HOW TEACHERS CAN IMPROVE BAND RETENTION AT THE SECONDARY LEVEL 13
relate school music programs to college opportunities, career possibilities, employment
skills, and adult art experiences (Whaley & Jastrow, 2005, p.68).
The U.S. Senate unanimously passed House Concurrent Resolution 121 in May, 2007.
The Resolution states that music education, grounded in rigorous instruction, is an important
component of a well-rounded academic curriculum and should be available to every student in
every school.
In a face-to-face discussion with Congress, music advocates presented research revealing
statistics such as 93 percent of Americans agree that the arts are vital to providing a well-
rounded education for children, and that 96 percent of school principals agree that
participating in music education encourages and motivates students to stay in school
(NAMM, 2007, p.1).
This resolution underscores the vital need for all children to receive the many scholastic, social,
and developmental benefits that are associated with making music. Teachers of music education
must gather information like this to create a folder of advocacy to use in situations when the
music program, or individual music student's education, is in strife.
Partnerships within the state music community can harvest beneficial advocacy tools that
teachers can use. In Texas, music teachers within their State Music Educators Association
compiled a user-friendly website of advocacy materials for distribution. The website includes
invaluable resources for teachers and music advocates to use including videos, brochures,
participation data templates, and print-ready materials that are supported by current research:
-
8/12/2019 EDU690 Action Research Project-Bennett, J
14/42
HOW TEACHERS CAN IMPROVE BAND RETENTION AT THE SECONDARY LEVEL 14
In a five-year SAT (Standard Aptitude Test) score comparison study, Texas All-State
Musicians (students selected to perform in the State Music Festival through audition)
have consistently scored 22% higher than the national average and 25% higher than the
Texas average (Texas Music Educators Association, 2012, p.1).
Music educators must become proactive by continually seeking out evidence that supports their
mission of music education and partnerships can make this job easier.
Another extremely effective tool for advocacy is visibility. By sharing photos and news
worthy information with the local and school newspaper, school website, and letters to
administration and school board members regarding individual and ensemble the community at
large will be abreast of the advances made by students in the music program. Recruitment,
retention, and program support is made easier if interest and visibility of your ensemble is high
(Waggoner, 2010). Michael Stone suggests to take recruitment, retention, and advocacy on the
road by having high school ensembles perform for elementary school assemblies, a school board
meeting, or spontaneously in a town square to build advocacy through visibility (Stone, 2011).
Demonstrating the positive relationship between music education and other content areas
is another essential part of music advocacy.
In a longitudinal study of 25,000 secondary school students researchers examined the
relationships between involvement in the arts and academic success in relationships
found between involvement in instrumental music and achievement in mathematics.
Findings from this study indicate students with high involvement in instrumental music
training scored significantly better on math proficiency tests than students with no music
training. Also apparent in this study was how low socioeconomic students with high
-
8/12/2019 EDU690 Action Research Project-Bennett, J
15/42
HOW TEACHERS CAN IMPROVE BAND RETENTION AT THE SECONDARY LEVEL 15
involvement in instrumental music training scored better on math proficiency tests than
students categorized as average students. This is significant since all students in high
socioeconomic categories scored better than the students in the average category on math
proficiency tests (Catterall, Chapleau, & Iwanaga, 1999, p.8).
By disseminating research data gathered through partnerships, reporting achievements visibility,
and communicating powerful cross-content connections music educators can advocate
effectively and advantageously for their music programs.
Conclusion
Attrition rates within band programs will continue to climb unless teachers take proactive
and active measures to continually publicize, advocate, and communicate for their individual
students and music program. To counteract these attrition trends teachers need to understand and
communicate the individual needs of their students through ongoing scheduling conflicts.
Teachers must also continually campaign for time to model, support, and give direct instrumental
instruction in small group or privately, in order for instrumentalists to progress in their
instrumental procedural knowledge (Smeltz, 2012). Lastly, it's essential for teachers to partner
with other educators, policy makers, and music advocates to gather research and valid data which
supports music education and individual musicians. The communication and distribution of
these tools and techniques will help unify and present the instrumental music program to the
community at large as an important component to the academic structure of education. This, in
turn, will allot the music teacher and band program the support it needs and deserves to flourish
to it's fullest potential.
-
8/12/2019 EDU690 Action Research Project-Bennett, J
16/42
HOW TEACHERS CAN IMPROVE BAND RETENTION AT THE SECONDARY LEVEL 16
Methodology
Introduction
Playing an instrument is an art and a discipline that provides positive, life-changing
experiences. According to a study published in the journal Psychology of Music, Children
exposed to a multi-year program of instrumental training displayed superior cognitive
performance in reading skills compared with their non-musically trained peers (Music
education can help children improve reading skills, 2009, p.1). This discipline of making music
is transferable to most every learning situation in and outside the academic community, yet every
year students at the secondary level struggle to continue their music education.
Statement of Problem
Retention in the high school band (keeping instrumentalist in the band program
throughout their high school career) is an issue that many music teachers deal with nationwide.
To create a retention plan Bazan & Bayley (2009) concur it is imperative to comprehend the
reasons for attrition within the instrumental program. This study will examine reasons to which
students drop out of a band program, if instrument lessons (individual, group, or computer-
instruction) would increase retention, and address advocacy needs for the individual
instrumentalist and the group as an ensemble.
-
8/12/2019 EDU690 Action Research Project-Bennett, J
17/42
-
8/12/2019 EDU690 Action Research Project-Bennett, J
18/42
HOW TEACHERS CAN IMPROVE BAND RETENTION AT THE SECONDARY LEVEL 18
throughout the year, campaigns holistically for the individual musician, and lobbies for the
band program as a whole.
Sample Selection
The participants of this study will be 127 high school students which includes 30
Freshmen, 34 Sophomores, 23 Juniors, and 40 Seniors. There are 67 boys and 60 girls. This
population includes the current 37 students enrolled in band class and another 90 students who
have left the band program at one point in their education. Out of the 37 students currently
enrolled in band class only 15% have been able to continue with band throughout their high
school career without conflict or interruption. Student's Individual Educational Plans (IEPs)
from the Special Education Department will not be taken in consideration for this study because
of restricted teacher access. The Family Education Rights and Privacy Act (FERPA) permits
educators access to IEP information based primarily on the teacher's current class enrollment.
Research Design
To address the attrition trends in band, teachers will need to understand the ongoing
scheduling and support conflicts that arise. This action research project will be designed to fully
understand the variables that attribute to attrition rate in band and will offer proactive
suggestions for teacher use to combat the loss of student musicians in a band program. This
study will be conducted during the first quarter of the 2014-2015 school year using a mixed
methods design of both qualitative and quantitative data sources (Mills, 2014).
-
8/12/2019 EDU690 Action Research Project-Bennett, J
19/42
HOW TEACHERS CAN IMPROVE BAND RETENTION AT THE SECONDARY LEVEL 19
Data Collection Plan
A triangulation matrix was used to produce a variety of data sources within this study
(Table 1). By collecting both qualitative and quantitative data, this study uses a mixed method
approach to data collection. Mills (2014) states the importance of collecting data from a variety
of sources to fully understand the effects of an intervention on student outcomes (p.79). In this
action research project quantitative data will be gathered from archival sources while qualitative
data will be assembled from student attitude scales, student surveys, student journals, teacher
field notes, and formal structured interviews. Mills (2014) explains the taxonomy of qualitative
data collection through the 'Three Es' of action research: Experiencing, Enquiring, and
Examining (p.99). In this study experience will take place through active participant field notes
and student journaling, enquiry through structured formal interviews and surveys, and
examination through the records of archival documents, journals, and field notes.
Interventions
Intervention instrument 1. Students will take an online survey (Appendix A). This
information will gauge students' willingness to continue with the band program and isolate
scheduling conflicts that have been historical variables. It will also reveal information regarding
gender, instrumentation, the year students left the band program, and other potential
commonalities that may lead to attrition in band. Bazan & Bayley (2009) agree it is important to
understand the reasons for attrition within the instrumental program and to address those issues
by creating a retention plan.
-
8/12/2019 EDU690 Action Research Project-Bennett, J
20/42
HOW TEACHERS CAN IMPROVE BAND RETENTION AT THE SECONDARY LEVEL 20
Intervention instrument 2. Students will then take an attitude scale (Appendix B & C)
based on their responses from the online survey. This will further verify the specific impact
scheduling has on attrition and retention rates in band. It is crucial for instrumental teachers to
fully understand any and all scheduling concerns so that the conflicts can be proactively avoided
(Kearns, 2011).
Intervention instrument 3. Researcher journal notes (Appendix D) will then be added
to this data. The journal notes will be based from active participant observer experiential data
collected through the observer's years of working with students scheduling conflicts in band and
notes collected during the study.
Intervention instrument 4. Next students will take an online survey (Appendix E) to
determine if students would be more likely to stay in a band program if they were offered small
group or private lessons via educator or CAI (Computer-Assisted Instruction). Studies show that
without modeling, support, and direct instrumental instruction, young students may not have the
metacognitive skills necessary for efficient practice and growth to progress in their instrumental
procedural knowledge (Smeltz, 2012).
Intervention instrument 5. Students will then take an attitude scale (Appendix F).
From this, information will be retrieved as to the likelihood that small group or private
instruction influences band retention.
Intervention instrument 6. A small group of 15 band students who are currently
enrolled in small group instruction within the school day will be a focus group with regard to the
effect of lessons on band retention. These students will be asked to use journal prompts
-
8/12/2019 EDU690 Action Research Project-Bennett, J
21/42
HOW TEACHERS CAN IMPROVE BAND RETENTION AT THE SECONDARY LEVEL 21
(Appendix G) to narrate their reactions to specific questions regarding their small group
instructional experiences and whether it effects band participation and retention intentions. Mills
(2014) points out that a focus group is a particularly useful technique when the interaction
among individuals will lead to a shared understanding of the questions being posed by the
teacher researcher (p.92).
Intervention instrument 7. A small selection of students will be asked to respond in a
structured formal interview (Appendix H). The interview will solicit student ideas to what
actions they believe teachers can take to positively advocate for the individual student
instrumentalist and the band program. Student perception of control is very important and when
combined with student control over outcomes, both students and teachers benefit (Anderman &
Anderman, 2010). From those interviews an attitude scale (Appendix I) will be composed
focusing on the percentage of students, out of the 90 students who are not currently in band, who
denoted they may be compelled to return to the band program. This scale will gauge non-band
members' likelihood of returning to a band program given certain advocacy steps which would
be rendered from the previous interviews.
Intervention instrument 8. Added to this mix of data will be artifacts collected from
the school's database. These archival sources include student population reduction and staff
population reduction. This information will open a widow of understanding towards attrition and
scheduling conflicts in regards to band.
-
8/12/2019 EDU690 Action Research Project-Bennett, J
22/42
HOW TEACHERS CAN IMPROVE BAND RETENTION AT THE SECONDARY LEVEL 22
Data Validity
Mills (2014) States, Issues of credibility, validity, and reliability in action research are
measured by the willingness of the teacher researchers (and stakeholders) to act on the results of
the action research (p.123). Keeping students in a band program and limiting attrition rates is
the goal of any instrumental teacher because of multiple reasons: the love of and belief in music
education, ensemble enrollment numbers being assessed by administration for the programs
justification or the music teacher's competence, and finally without students to play the
instruments there would not be an instrumental program in the curriculum. For these reasons,
there is no doubt the results of this study will be acted upon.
Transferability. In order to facilitate the development of descriptive and context-
relevant statements Mills (2014) believes it is essential that researchers collect detailed
descriptive data that permits comparison and makes judgement about fittingness with other
contexts possible (p.116). In order to ensure transferability on this action research project, the
researcher will present sufficient descriptions of the students and data collection methods to lend
complete understanding of the project. Given sufficient descriptions and information consumers
of this project will be able to apply the research to their own unique situation.
Dependability. According to Mills (2014) dependability refers to the stability of data
collected within an action research project (p.116). To address dependability within the context
of this project a triangulation matrix was used to overlap methods of data collection using three
different data sources for each research question posed.
-
8/12/2019 EDU690 Action Research Project-Bennett, J
23/42
HOW TEACHERS CAN IMPROVE BAND RETENTION AT THE SECONDARY LEVEL 23
Confirmability. The practice of triangulation and reflexivity are two approaches that
will be used in this action research to address the issue of neutrality. Mills (2014) suggests to
address neutrality of data collection through triangulation and reflexivity (p.116). Since the
outcomes of this study are reflective to the researcher's direct success the study's data will be
presented to other professionals within the same school in order to introduce neutral feedback to
the researcher.
Reliability. Mills (2014) states reliability is the trustworthiness of tests consistently
measuring whatever they are suppose to measure (p.119). In order to ensure reliability and
confidence within this study, the researcher has extensively examined data collection approaches.
The researcher has chosen multiple pathways in the data collection to consistently measure
aspects of the research questions establishing reliability within the action research.
Generalizability. Most of the data collected for this study is not generalizable from
one district to the next because there are too many variables between schools, districts, and
states. However; the information gathered can be used as a general guide for the audience of this
study to apply to their own site-specific situation. Mills (2014) asserts the actual goal in action
research is to understand what is happening in a site-specific school or district and not focusing
on defining truths (p.121). Hence, this action research project will focus on the relevant findings
in context to the study.
-
8/12/2019 EDU690 Action Research Project-Bennett, J
24/42
HOW TEACHERS CAN IMPROVE BAND RETENTION AT THE SECONDARY LEVEL 24
Triangulation matrix.
Table 1.
Triangulation
Data Source
Research Question 1 2 3
1. If allotted time,without
scheduling
conflicts,
would students
continue inband
throughoutHS?
Student Survey Attitude Scale (Likert) Participant Observer
2. If studentswere offered
small group or
private lessonswould this
increase band
retention?
Student Survey Attitude Scale (Likert) Focus Group:
Journals
3. What actions
can teacherstake on to
positively
advocate forretention in a
band program?
Structured Formal
Interviews
Attitude Scale (Likert) Archive Information:
Population Reduction
(Staff and Student)
Data Analysis
Mills (2014) describes data analysis as an attempt by the researcher to summarize
collected data in a dependable and accurate manner (p.132). To begin summarizing data the
initial survey information will be collected and begin to gauge students' willingness to continue
-
8/12/2019 EDU690 Action Research Project-Bennett, J
25/42
HOW TEACHERS CAN IMPROVE BAND RETENTION AT THE SECONDARY LEVEL 25
with the band program, isolate scheduling conflicts, and show trends regarding gender,
instrumentation, the year students left the band program, and other potential commonalities that
may lead to attrition in band. The attitude scales (Appendix B, C, & F) are based on responses
from the initial survey and will further verify the specific impact that scheduling and lesson time
has on attrition and retention rates in band. The journal notes from the students, researcher, and
focus group will be organized by themes and coded with the attitude scales reflecting responses
from the research questions, as suggested by Mills (2014, p.135). Finally, the database artifacts
will be recorded as they reflect relevant information within the coding system.
Sample Population
The action research will take place in a low-income school district in Bethel, Maine at the
high school level. The population of students for this study will be divided into 2 groups:
students currently in a band program form group 1, and students that have dropped out of the
band program at one point in their education form group 2. Survey instruments will be delivered
and conducted during classroom time for group 1. Survey instruments for group 2 will be
delivered and conducted via the students' homeroom block.
Ethical Considerations
Mills (2014) states, The role of ethics in action research can be considered in terms of
how each of us treat the individuals with whom we interact at our school setting (p.29). In this
action research project, the principal, students, and the researcher's professional peers will be no-
tified about the research project. The names of the students will not be used as an identifying
feature in this study. Any data, observations, questionnaires, etc. that need identifying marks
-
8/12/2019 EDU690 Action Research Project-Bennett, J
26/42
-
8/12/2019 EDU690 Action Research Project-Bennett, J
27/42
HOW TEACHERS CAN IMPROVE BAND RETENTION AT THE SECONDARY LEVEL 27
Research timeline. The action research will take place over twelve weeks during the
first semester of the 2014/2015 school year. Table 2 outlines the projected actions to be
performed in order to complete this project.
Projected timeline.
Table 2.
Projected Timeline for Action Research Project-
Dates Actions Performed
Week 1 Obtain approval from school administration
Week 2 Student survey (Appendix A)
Weeks 2-10 Analyze data weekly
Weeks 2-10 Researcher field notes (Appendix D)
Week 3 Student attitude scales (Appendices B & C)
Week 4 Student survey (Appendix E)
Weeks 5-6 Focus group's journaling (Appendix G)
Week 7 Student attitude scale (Appendices F & I)
Weeks 8-9 Student structured interviews (Appendix H)
Weeks 10-12 Organize data
Limitations
Mills (2014) asserts common flaws in an action research study includes failure to state
limitations (p.216). The researcher recognizes sample population scope limitations within the
action research since the research will take place solely with high school aged students. By
expanding the size of the study to include middle school aged students, future research may
-
8/12/2019 EDU690 Action Research Project-Bennett, J
28/42
HOW TEACHERS CAN IMPROVE BAND RETENTION AT THE SECONDARY LEVEL 28
indicate more elaborate results. Furthermore, the research is limited to a small portion of
students who either are in a band program or who left at one point in their education. Mills
(2014) states that any research worth its salt appears to generate more questions than it answers
(p.81). By augmenting the sample participants in future research, to include students who
wanted to take up an instrument but never did, may yield more conclusive results and answer
broader questions regarding retention at the secondary level band program.
-
8/12/2019 EDU690 Action Research Project-Bennett, J
29/42
-
8/12/2019 EDU690 Action Research Project-Bennett, J
30/42
HOW TEACHERS CAN IMPROVE BAND RETENTION AT THE SECONDARY LEVEL 30
Music education can help children improve reading skills. (2009, March). SAGE Publications/
Psychology of Music. Retrieved from:
www.sciencedaily.com/release/2009/03/090316075843.htm
NAMM (2007, May 18). U.S. Senate Passes Resolution Supporting Music Education as Part of
a Complete Education for Children | NAMM.org. Retrieved from
http://www.namm.org/news/press-releases/us-senate-passes-resolution
Rudolph, T. E. (2004). Instructional software (computer-assisted instruction). In Teaching music
with technology(pp. 115-150). Chicago, IL: GIA Publications.
Smeltz, H. (2012). Reframing Student Practice to Facilitate Lifelong, Joyful Musicianship.
Music Educators Journal, 99(2), 51-55.
Stewart, J. L. (2005). Factors related to students' decisions to continue in band. Contributions to
Music Education, 32(1), 59-74. Retrieved from
http://search.proquest.com/docview/222372661?accountid=12756
Stone, M. (2011, December). Take recruiting on the road. The Instrumentalist, 66(5), 30, 32, 53.
Sussman, E. (2012). Recruiting & retention: Meeting the community's needs. School Band
and Orchestra, 15, 10-15. Retrieved from
http://search.proquest.com/docview/1018567932?accountid=12756
Texas Music Educators Association (2012).Five-Year SAT Score Comparison. Retrieved from
http://www.tmea.org/assets/pdf/All-State_SAT_Comparison.pdf
Waggoner, D. (2010, July). Small schools small ensembles. The Instrumentalist, 64(12), 32-34.
Whaley, G., & Jastrow, W. (2005). Preserving your musicians. In The music director's cookbook:
Creative recipes for a successful program(pp. 66-68). Galesville, MD: Meredith Music.
-
8/12/2019 EDU690 Action Research Project-Bennett, J
31/42
-
8/12/2019 EDU690 Action Research Project-Bennett, J
32/42
HOW TEACHERS CAN IMPROVE BAND RETENTION AT THE SECONDARY LEVEL 32
4c. Did the lessons help you want to stay in Band(circle one)? YES NO
Comments:
5. Have you had a schedule conflict that made you leave the Band program (circle one)? YES
NO
If YES on 5: 5a. What was the conflict:
_______________________________________________________________
_______________________________________________________________
5b. Would you have stayed in Band if this conflict didn't exist? YES NO
Comments:
5c. If you were offered more direct instruction (lessons) do you think you would
have stayed in Band regardless of the scheduling conflict(circle one)? YES NO
Comments:
-
8/12/2019 EDU690 Action Research Project-Bennett, J
33/42
-
8/12/2019 EDU690 Action Research Project-Bennett, J
34/42
HOW TEACHERS CAN IMPROVE BAND RETENTION AT THE SECONDARY LEVEL 34
Appendix C Survey & Attitude Scale for Student Who Left Band
1. When you were in Band describes your feeling about playing in the Band? (Check one)
_____ I loved Band.
_____Band was fun but not my favorite.
_____It was alright, but I had no idea what I was doing and needed more instruction.
_____It was alright, but I'm glad I left.
_____I hated Band.
2. What best describes your experience with scheduling when you WERE in Band? (Check one)
_____ I never had any trouble scheduling Band.
_____I had to make choices between classes to fit Band in.
_____I've had to leave Band for !a year because I needed to take a *singleton class.
_____I just couldn't fit it in anymore and never got back into Band.
_____I missed out on my free time to fit Band into my schedule.
*singleton class: there is only one block offering for a specific class
3. Would you have stayed in Band if you had received Private lessons in school? (Circle one)
Yes Maybe No
4. Would you have stayed in Band if someone would have advocated to keep you in Band?
Yes Maybe No
5. If anything got in the way of scheduling Band for you in the past please explain what that was:
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
-
8/12/2019 EDU690 Action Research Project-Bennett, J
35/42
HOW TEACHERS CAN IMPROVE BAND RETENTION AT THE SECONDARY LEVEL 35
Appendix D Researcher's Field Notes
Type of schedule: (Block & # of Periods ) ______________________________
Scheduling problems encountered:
_______________________________________________________________
_______________________________________________________________
Type of schedule: (Block & # of Periods ) ______________________________
Scheduling problems encountered:
_______________________________________________________________
_______________________________________________________________
Type of schedule: (Block & # of Periods ) ______________________________
Scheduling problems encountered:
_______________________________________________________________
_______________________________________________________________
Type of schedule: (Block & # of Periods ) ______________________________
Scheduling problems encountered:
_______________________________________________________________
_______________________________________________________________
Trends in notes?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
-
8/12/2019 EDU690 Action Research Project-Bennett, J
36/42
HOW TEACHERS CAN IMPROVE BAND RETENTION AT THE SECONDARY LEVEL 36
Appendix E Student Survey
1. Would you stay OR Would you have stayed in Band IF you were offered small group lessons
during the school day? (Circle One)
Yes Maybe No
2.Would you stay OR Would you have stayed in Band IF you were offered small group lessons
after the school day had ended? (Circle One)
Yes Maybe No
3. Would you stay OR Would you have stayed in Band IF you were offered private lessons
during the school day? (Circle One)
Yes Maybe No
4.2.Would you stay OR Would you have stayed in Band IF you were offered private lessons after
the school day had ended? (Circle One)
Yes Maybe No
5. Would you stay OR Would you have stayed in Band IF you were offered computer-assisted
instrumental instruction at your 24-hour disposal? (Circle One)
Yes Maybe No
-
8/12/2019 EDU690 Action Research Project-Bennett, J
37/42
HOW TEACHERS CAN IMPROVE BAND RETENTION AT THE SECONDARY LEVEL 37
Appendix F Band Student Attitude Scale (LIKERT)Adapted from Mills (2014)
Respond to the following items by drawing a circle around the response that most closely reflects
your opinion:
strongly agree(SA), agree(A), undecided(U), disagree(D) or strongly disagree (SD)
1. It would be easier to continue in Band throughout my high school career if I had Private (one-
on-one) lessons with a music teacher within the school day.
SA A U D SD
2. It would be easier to continue in Band throughout my high school career if I had Private (one-
on-one) lessons with a music teacher outside of the school day.
SA A U D SD
3. It would be easier to continue in Band throughout my high school career if I had Small Group
(same or like instrumentation) lessons with a music teacher within the school day.
SA A U D SD
4. It would be easier to continue in Band throughout my high school career if I had Small Group
(same or like instrumentation) lessons with a music teacher outside of the school day.
SA A U D SD
5. It would be easier to continue in Band throughout my high school career if I had computer-
assisted instrumental instruction at my 24-hour disposal.
SA A U D SD
-
8/12/2019 EDU690 Action Research Project-Bennett, J
38/42
HOW TEACHERS CAN IMPROVE BAND RETENTION AT THE SECONDARY LEVEL 38
Appendix G Focus Group's Journal
Name: ______________________________ Instrument: ______________________________
Do you feel that having this in-school lesson block opportunity has increased your willingness to
continue with the Band class? Why do you believe this?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Do you feel that having this in-school lesson block opportunity has increased your abilities to
contribute in the Band class? Why do you feel this way?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Do you feel that having this in-school lesson block opportunity should be open to all instrument-
al students from grades 4-12 or just in the high school setting? Why do you think this?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Do you feel that having this in-school lesson block opportunity would have encouraged more
students to stick with the Band program? Why do you believe this?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
-
8/12/2019 EDU690 Action Research Project-Bennett, J
39/42
HOW TEACHERS CAN IMPROVE BAND RETENTION AT THE SECONDARY LEVEL 39
Appendix H Structured Student Interview
Name: _________________________ Instrument: ______________ Grade: ______________
1. Have you ever had any trouble fitting Band into your schedule?
RESPONSE:
2. What got in the way of fitting Band into your schedule?
RESPONSE:
3. How did you respond to knowing this? Did you talk with your music teacher? Did you
talk with the scheduling department? Did you talk with your parents?
RESPONSE:
4. Did any adult advocate for you when Band was not in your preliminary schedule?
RESPONSE:
5. How did the adult advocate for you in this instance?
RESPONSE:
6. How would you like adults to advocate for you and your schedule?
RESPONSE:
7. What ways can you think of that schools could do differently in order for you to keep
Band in your schedule throughout your educational career at this school?
RESPONSE:
8. How can the music teacher advocate for the individual instrumental students?
RESPONSE:
9. What do you think the music teacher should do to advocate for the entire Band program?
RESPONSE:
-
8/12/2019 EDU690 Action Research Project-Bennett, J
40/42
HOW TEACHERS CAN IMPROVE BAND RETENTION AT THE SECONDARY LEVEL 40
Appendix I Non-Band Members Attitude Scale (LIKERT)Adapted from Mills (2014)
Respond to the following items by drawing a circle around the response that most closely reflects
your opinion:
strongly agree(SA), agree(A), undecided(U), disagree(D) or strongly disagree (SD)
1. I would have continued in Band if I had Private (one-on-one) lessons with a music teacher
within the school day.
SA A U D SD
2. I would have continued in Band if I had Private (one-on-one) lessons with a music teacher
outside of the school day.
SA A U D SD
3. I would have continued in Band if I had Small Group (same or like instrumentation) lessons
with a music teacher within the school day.
SA A U D SD
4. I would have continued in Band if I had Small Group (same or like instrumentation) lessons
with a music teacher outside of the school day.
SA A U D SD
5. I would have continued in Band if I had computer-assisted instrumental instruction at my 24-
hour disposal.
SA A U D SD
-
8/12/2019 EDU690 Action Research Project-Bennett, J
41/42
-
8/12/2019 EDU690 Action Research Project-Bennett, J
42/42
HOW TEACHERS CAN IMPROVE BAND RETENTION AT THE SECONDARY LEVEL 42
Table 2.
Projected Timeline for Action Research Project-
Dates Actions Performed
Week 1 Obtain approval from school administration
Week 2 Student survey (Appendix A)
Weeks 2-10 Analyze data weekly
Weeks 2-10 Researcher field notes (Appendix D)
Week 3 Student attitude scales (Appendices B & C)
Week 4 Student survey (Appendix E)
Weeks 5-6 Focus group's journaling (Appendix G)
Week 7 Student attitude scale (Appendices F & I)
Weeks 8-9 Student structured interviews (Appendix H)
Weeks 10-12 Organize data